Johnson L J, Pugach M C
Early Childhood and Special Education, University of Cincinnati.
Except Child. 1991 Mar-Apr;57(5):454-61. doi: 10.1177/001440299105700508.
This study examined the effectiveness of a structured problem-solving process, peer collaboration, as a means of assisting classroom teachers in developing and implementing alternative interventions for students with mild learning and behavior problems. The study included 48 elementary and junior high school teachers in the intervention group and 43 elementary school teachers in a comparison group. Results indicate that teachers in the intervention group increased their tolerance for the range of students' cognitive abilities. These teachers reconceptualized their understandings of classroom problems and successfully implemented interventions for 86% of the 70 problems they attempted to solve.
本研究考察了一种结构化问题解决过程——同伴协作，作为协助课堂教师为有轻度学习和行为问题的学生制定和实施替代干预措施的一种手段的有效性。该研究包括干预组的48名中小学教师和对照组的43名小学教师。结果表明，干预组的教师对学生认知能力范围的容忍度有所提高。这些教师重新构建了他们对课堂问题的理解，并成功地为他们试图解决的70个问题中的86%实施了干预措施。
